Out of 23 students 18 could complete their task accurately without help. Some students were getting multiple routes which caused confusion as to which route they should choose. There were students who could not get their address right and needed help to get the routes right. Few students could not detect the ‘crop tool’ in PowerPoint due to the picture toolbar not being selected. Moreover they were using these tools for the first time and were not too familiar using them which took more time to finish the task. Discussion of strength and weaknesses of the lesson
Strength
Most of the students could complete their route maps accurately on time. Students used multitasking, switching between two programs efficiently Students were guided and help provided during the lesson They were encouraged to find more routes as homework The students showed a sense of achievement after completing the task The classroom management during the lesson was good
Weakness
Teacher should have given students a fixed address route initially, so that problems relating to unfamiliarity of students home address could be avoided. All lesson instructions and instructions about saving files, displaying the picture toolbar to select the ‘crop tool’ was not clear among few students who could not see the picture toolbar in PowerPoint. More time was spent on finding Hong Kong using the zoom tool. Alternative ways of finding the route could be explained. e.g., showing different views terrine / satellite views of the same route map. This could not be done due to in-efficient time-management. The advantages of Google login account was not used, as students could save files online using a Google login account. No group work was encouraged and assessment was in the form of observing and reviewing students work.
Suggestion for Improvements
We planned that a static source and destination be fixed, for example from "School to Disneyland" or search for familiar places of interest. In this way we can avoid students wasting time during the class to figure out their own address. We could give them as homework to search for their own routes or popular destinations. Google Earth for education which is a freeware could be installed before the session, so that they could use the same program to find routes or destinations and save them on the network. Google Earth program will be quite eye-catching and realistic as the students can see the earth with a 3D effect (WYSWYG). A chart or file displayed with instructions is a good idea for students who find difficulty to do the task in order. This can avoid repetition of instructions. ‘Hong Kong’ could be located using the search box instead of using the zoom tool. The group came to conclusion that following the above suggestions can lead to minimum instructions and efficient time management. Instruction time could be devoted to showing alternative views of the same route map (e.g. terrine, satellite views) and directions (e.g. by car or walking). Students should be given chance to work in groups to improve group management skills and more peer tutoring should be encouraged. Short assessment task should be planned.
Reflection Lesson study 1
Discussion of student’s performance
Out of 23 students 18 could complete their task accurately without help.
Some students were getting multiple routes which caused confusion as to which route they should choose. There were students who could not get their address right and needed help to get the routes right.
Few students could not detect the ‘crop tool’ in PowerPoint due to the picture toolbar not being selected. Moreover they were using these tools for the first time and were not too familiar using them which took more time to finish the task.
Discussion of strength and weaknesses of the lesson
Strength
Most of the students could complete their route maps accurately on time.
Students used multitasking, switching between two programs efficiently
Students were guided and help provided during the lesson
They were encouraged to find more routes as homework
The students showed a sense of achievement after completing the task
The classroom management during the lesson was good
Weakness
Teacher should have given students a fixed address route initially, so that problems relating to unfamiliarity of students home address could be avoided.
All lesson instructions and instructions about saving files, displaying the picture toolbar to select the ‘crop tool’ was not clear among few students who could not see the picture toolbar in PowerPoint.
More time was spent on finding Hong Kong using the zoom tool.
Alternative ways of finding the route could be explained. e.g., showing different views terrine / satellite views of the same route map. This could not be done due to in-efficient time-management.
The advantages of Google login account was not used, as students could save files online using a Google login account. No group work was encouraged and assessment was in the form of observing and reviewing students work.
Suggestion for Improvements
We planned that a static source and destination be fixed, for example from "School to Disneyland" or search for familiar places of interest. In this way we can avoid students wasting time during the class to figure out their own address. We could give them as homework to search for their own routes or popular destinations.
Google Earth for education which is a freeware could be installed before the session, so that they could use the same program to find routes or destinations and save them on the network. Google Earth program will be quite eye-catching and realistic as the students can see the earth with a 3D effect (WYSWYG).
A chart or file displayed with instructions is a good idea for students who find difficulty to do the task in order. This can avoid repetition of instructions.
‘Hong Kong’ could be located using the search box instead of using the zoom tool.
The group came to conclusion that following the above suggestions can lead to minimum instructions and efficient time management.
Instruction time could be devoted to showing alternative views of the same route map (e.g. terrine, satellite views) and directions (e.g. by car or walking).
Students should be given chance to work in groups to improve group management skills and more peer tutoring should be encouraged. Short assessment task should be planned.